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Summary
Review of the first edition: 'This is an excellent book which provides a very comprehensive review of contemporary theory and research concerned with young children's cognitive development, particularly as it relates to educational contexts and issues in the early years of schooling.' - Early Years Journal This text presents a comprehensive, accessible overview of contemporary theory and research about young children#xE2;#xAC;"s developing thinking and understanding, aimed at all those interested in how young children develop. Sue Robson explores: theories of cognitive development the social, emotional and cultural contexts of children#xE2;#xAC;"s thinking children#xE2;#xAC;"s conceptual development visual thinking approaches to supporting the development of young children#xE2;#xAC;"s thinking and understanding latest developments in brain science and young children the central roles of play and language in young children#xE2;#xAC;"s developing thinking. Throughout the book, the ideas and theories presented are enlivened by transcripts of children#xE2;#xAC;"s activities and conversations taken from practice and research, helping readers to make links between theory, research and practice. Each chapter also includes ideas for further reading, and suggested activities. This new, second, edition has been comprehensively updated, with discussion of the most recent research and theory, and inclusion of new examples, all drawn from practice, to illustrate key ideas. It includes a new chapter on young children#xE2;#xAC;"s musical thinking, expanded sections on self regulation, metacognition and creative thinking, and the use of video and discussion to observe and describe young children#xE2;#xAC;"s thinking, ensuring that this new edition looks at the most recent developments as well as continuing to be focussed on central issues for those working with young children
Author Biography
Sue Robson is Principal Lecturer in Education at the University of Roehampton.
Table of Contents
| List of boxes | p. vi |
| List of figures | p. viii |
| Preface and acknowledgements | p. ix |
| How can we think about young children's thinking? | p. 1 |
| Theories of cognitive development: learning to think and thinking to learn | p. 16 |
| The social, cultural and emotional contexts of thinking and understanding | p. 45 |
| The developing brain | p. 67 |
| Knowing about the mind: theory of mind, self-regulation and metacognition | p. 84 |
| Observing, describing and documenting children's thinking and understanding | p. 109 |
| Language, communication and thought | p. 128 |
| Knowing about the world: the development of children's concepts | p. 155 |
| Young children's visual thinking | p. 181 |
| Young children's thinking in music | p. 192 |
| Approaches to developing young children's thinking and understanding | p. 200 |
| A brief selection of useful websites | p. 233 |
| Bibliography | p. 234 |
| Index | p. 254 |
| Table of Contents provided by Ingram. All Rights Reserved. |
